【作者】 陈咏涛；

【导师】 谢则融；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 由于英语在我国是外语而不是二语,英语学习缺乏自然的语言环境,因此,课堂被认为是大多数学生学习英语的主要场所。但是,目前我国大学非英语专业的基础英语教学(即在非英语专业大学一、二年级开展的大学英语教学,以下简称为大学英语教学)课时量少,远不能满足语言学习的需要。另外,研究表明,非英语专业低年级学生在课外的英语学习自主性普遍较低(徐锦芬,2004)。可是目前大学英语教师仅重视课堂教学,不太注重对学生在课外的英语学习的督导。这些成为许多大学生课外英语学习效率低下,难以达到教学大纲的要求的重要因素。束定芳教授(2004)明确提出,在目前情况下大学英语课堂教学应该为学生的课外自主学习服务;赵亮(2003)认为,不包括学生的课外学习的大学英语教学模式不是完整的教学模式。据此,我们提出了这样一个假设:通过在课外实施由教师指导与监控的协作性学习,可以创造良好的英语学习氛围,提高课外英语学习效率,引导大学生成为自主的英语学习者。 国内外学者(如:李俏,2003:南波,2003;Panitz,1997;Sharan,1990;)对协作性学习的研究主要集中于课堂教学,至于如何对非英语专业的低年级学生在课外实施有教师指导与监控的协作性学习以促进他们在课外的英语学习,提高英语学习质量,以及学生和教师在此过程中扮演何种角色,这方面的研究目前还很缺乏。本文试图从Vygotskin的“最近发展区”理论,Bruffee的“基础与非基础知识”理论,Maslow的“人类需求层次”理论以及语言的交际本质理论以及社会建构主义的学习理论等和教学实践两个方面来探讨这个问题。 八周的教学实验一定范围内证实了在课外实施由教师指导与监控的协作性学习有利于促进学生课外英语学习的假设。而且,实验证明在课外实施由教师组织的协作性学习与在课堂上的协作性学习有很大不同,主要表现在两个方面:(1)协作性学习的范围。在课堂上,协作性学习更多还原

【Abstract】 As known to all, there is a lack of natural English language environments for learners to learn English in China. Hence, English classes are generally regarded as the primary sources for English learning. Unfortunately, at present only four class hours are assigned to College English Teaching (CET) for non-English major freshmen and sophomores in China. Such a limit to English class hours is far from enough for the majority of college students to meet the requirement of English learning. Additionally, researches (Xu Jingfen, 2004) have shown that non-English major college students are generally lack of autonomy in their English study out of class. However, nowadays college English teachers have paid little attention to students’ English study out of class. Those are part of the major factors leading to the fact that most college students’ English proficiency can not roundly reach the requirements of College English Teaching Syllabus. Prof. Su Dingfang (2004) explicitly points out that CET in class should serve college students’ autonomous English study out of class. Zhao Liang (2003) also thinks that it is incomplete for a CET model not to cover college students’ English study out of class. As a result, we herein put forward a hypothesis of implementing Collaborative Learning out of class guided and monitored by the English teacher so as to create simulated English learning environments, promote the efficiency of college students’ English study out of class and to make autonomous English learners of them.Scholars at home and abroad (eg, Panitz, 1997; Sharan, 1990; Li Qiao, 2003; Nan Bo, 2003) focus their studies of Collaborative Learning on classroom teaching and learning. As for how to implement Collaborative Learning out of class guided and monitored by the English teacher, few researches have ever been done on it. This paper tries to explore thisproblem theoretically and practically.Our research is based on the theories of Vygosky’s Zone of Proximal Development, Maslow’s Hierarchy of Human Needs, Bruffee’s Fundational and Non-foundatipnal Knowledge, the communicative nature of language learning, as well as the learning theory of social constructivism.Practically, we implemented our proposal in college English teaching practice. These practices to a certain extent prove true our hypothesis that implementing Collaborative Learning out of class guided and monitored by the English teacher promotes students’ English learning autonomy and efficiency out of class. What’s more, the experiment has shown that there are two basic differences between implementing Collaborative Learning in class and doing so out of class guided and monitored by the English teacher.(1) The scope of collaborative learning is different. In class, students’ collaborative learning is embodied as off-hand group learning activities; while out of class, it involves the individual study for achieving the sharing goals on the basis of mutual supporting among group members, and regular group learning activities.(2) The teacher’s roles and the student’s roles are different. In both cases, the teacher acts as mediator and students are active participants, but if we take the whole process of learning into consideration, i.e. to set up learning goals, to make learning schedules, to implement learning schedules and to evaluate learning results, changes will turn up.In class, students can be regarded as passive active participants, and their dependence on their teachers has been enhanced objectively.Out of class, in the process of collaborative learning, the students are active and voluntary participants, responsible for their studies as well as those of the other members of the group. The teacher is not knowledge instructor any longer; s/he acts as the plenary group leader guiding and monitoring the learning groups of the class. In short, in this process, students’ English learning is both independent from the teacher and更多还原